According to the outline, comprehensive practical activities are interdisciplinary practical courses that start from students' real life and development needs, find problems from life situations and turn them into activity themes, and cultivate students' comprehensive quality through exploration, service, production and experience. Comprehensive practical activity is a compulsory course stipulated in the national compulsory education and ordinary senior high school curriculum plan, which is arranged side by side with subject courses and is an important part of the basic education curriculum system. The course is managed and guided by the local government, and the specific content is mainly school development, which is fully implemented from the first grade of primary school to the third grade of high school.
The outline defines the basic concepts of comprehensive practical activities: curriculum objectives are oriented to cultivate students' comprehensive quality, curriculum development is oriented to students' individual life and social life, curriculum implementation pays attention to students' active practice and open generation, and curriculum evaluation advocates multi-evaluation and comprehensive investigation.
The Outline makes it clear that the overall goal of the course is to enable students to gain rich practical experience from individual life, social life and contact with nature, form and gradually improve the overall understanding of the relationship between nature, society and self, and have the awareness and ability of value recognition, responsibility, problem solving and creative materialization. The "Outline" also clarifies the specific objectives of primary school, junior high school and senior high school courses.
The outline stipulates that schools and teachers should design the theme and specific content of activities and choose corresponding activities according to the objectives of the comprehensive practical activity course and the actual needs of students' development. The content selection and organization of comprehensive practical activity course should follow the following principles: autonomy, practicality, openness, integration and continuity.
The outline stipulates that the main methods and key elements of comprehensive practical activities are: investigation and research, social service, design and production, and professional experience. In addition, there are educational activities for party groups and visits to museums. The division of comprehensive practical activities is relative. In the design of activities, we can focus on some ways and give consideration to other ways; It can also be implemented in an integrated way, so that different activity elements can penetrate and blend with each other. It is necessary to give full play to the supporting role of information technology in various activities, and effectively promote problem solving, exchange and cooperation, and display and share results.
According to the Outline, the comprehensive practical activity course is in primary school 1-2 grade, with an average of no less than 1 class hour per week; Primary school grades 3-6 and junior high school, with an average of no less than 2 class hours per week; Senior high school implements the relevant requirements of the curriculum plan and completes the required credits. Schools should set up a comprehensive practical activity curriculum leading group, and set up a special comprehensive practical activity curriculum center or teaching and research group according to the actual situation, or the academic affairs office, the academic affairs office, the student affairs office and other functional departments should assume the responsibility of planning, organizing, coordinating and managing the school curriculum implementation, and be responsible for formulating and implementing the school comprehensive practical activity curriculum implementation plan. It is necessary to establish a relatively stable team of full-time and part-time counselors. School staff should fully participate and cooperate with each other.
As stated in the outline, comprehensive practical activities are mainly carried out by groups or individuals alone. The scope of group cooperation can gradually move from within the class to across classes, grades, schools and regions. We should flexibly use various organizational methods according to the actual situation. It is necessary to guide students to make a clear division of labor according to their interests, abilities, specialties and activities, and perform their duties reasonably and efficiently. We should give students time and space to think independently, give full play to the advantages of cooperative learning, and attach importance to cultivating students' awareness of independent participation and cooperative communication ability. Encourage students to use information technology to break through the boundaries of time and space and conduct extensive exchanges and close cooperation.
The outline requires that the relationship between students' independent practice and teachers' effective guidance should be properly handled in the implementation of comprehensive practical activities. Teachers can neither "teach" comprehensive practical activities nor shirk the responsibility of guidance, but should become organizers, participants and promoters of student activities. Teachers' guidance should run through the whole process of implementing comprehensive practical activities.
The outline requires that local education administrative departments and schools should strengthen research, understand the needs of comprehensive practical activities to guide teachers' professional development, build a diversified exchange platform, strengthen training and teaching research, and promote teachers' sustainable development. It needs the support of system construction and guarantee, including the development of network resources, hardware matching and utilization, funding guarantee, security guarantee and so on. It is also necessary to establish and improve the assessment and incentive mechanism for instructors, strengthen the supervision of curriculum implementation, and carry out exchange and selection of outstanding achievements.